Commitment to Student and Student LearningAdults must be alert.docx

Commitment to Student and Student Learning
Adults must be alert to sexed-up images targeted at very young
girls ZOSIA BIELSKI Globe and Mail; Published Tuesday, Jun.
09, 2009 4:00AM EDT; Last updated Thursday, Mar. 10, 2011
4:25PM EST
They troll gossip blogs, pore over Miley Cyrus videos and
eyeball toy store shelves. They're not preteens, but a crew of
early childhood educators on a mission: to show parents and
teachers what their five- to 11-year-old charges are ingesting.
The educators from the University of Toronto's Ontario Institute
for Studies in Education are meeting with teachers across North
America to drive home the message that consumerist culture is
sexualizing girls, and early onset puberty is worsening the
problem.
The educators want to deepen elementary school teachers'
understanding of media. They will present their research,
entitled the Pink Project, at a U.S. National Association for the
Education of Young Children gathering in Charlotte, N.C., next
week.
Early childhood education specialist Kimberly Bezaire spoke to
The Globe and Mail.
Why are you looking at girls aged 5 to 11 specifically?
There's so much research on teens and that three- to five-year-
old range, but so little from 5 to 11. Biology and branding are
really changing the ways these girls are growing up today.
What do you mean by biology changing?
Accelerated puberty - early onset puberty. It's commonplace
now for a certain percentage of girls to be having their period
when they're 8. We still haven't gotten a clear answer on that
one. Body mass index is one of the speculations, and also
environmental conditions. Then it's coupled with acceleration in
social maturity and high achievement pressures. Girls excel but

it's a double-edged sword: Along with that comes an obsessive
perfectionism.
You look at digital characters. What do you mean by that?
Miley Cyrus, the G-rated [actress] on Nickelodeon who seems
so wholesome - she doesn't stand alone: There's Hannah
Montana, clothing, products, YouTube videos, her Vanity Fair
photo, her fashion photos in all the tabloid magazines, and
there's 24/7 access to those things. [Colleague] Shelley Murphy
wanted to be Laurie Partridge when she was growing up. The
most personal information she could learn was her star's height,
weight and favourite toothpaste. Now, the girls mine and know
every single little detail - who [Ms. Cyrus] is dating, what she
wants to wear and buy, who she's posed in her underwear for,
what picture she took in the shower to send to which boy and
that she wants to have breasts like Katy Perry. We found from
our interviews with parents that they often aren't aware of the
extent of information their girls know and make sense of.
And how do they make sense of it?
That's the complicated question. Making a YouTube video of
yourself in a push-up bra and a tank top when you're 10 years
old and having adult men subscribe to your [channel] - that's
what we're seeing. They're looking at media role models and
imitating. What are the deeper spiritual and mental health
implications to your identity? What are the girls spending their
time, money and energy on, that could be spent on other things?
You look at clothing. What stood out?
We're hearing from parents that it's hard to find neutral,
innocuous clothing. It's all pretty, pink, sparkly and sexy.
There's a lot of trash talk on the clothing. We saw skinny jeans
for babies at the Gap. We're seeing high heels and thongs, belly
shirts, low-rise jeans and wedge heels. How did we get to this
point, the pornification of little ones? How did we get used to
it, and who is the audience? The feminist theory that it's the

male gaze doesn't quite satisfy us.
What about toys?
The Bratz are so explicitly sexualized that [children's book
publisher and distributor] Scholastic has banned them. They had
a brand called Rock Angelz and they come with a groupie van.
It had a bar and hot tub. There's nothing subtle about it and
they're calling them toys - toys for what? ... From our
workshops, teachers really do question why parents buy this
stuff. It's easy to get into simplistic judgment but we hear from
moms that it's hard to say no. It's a constant barrage and the
cross-marketing is complex.
How is this script affecting their relationships?
Some immediate effects are a disruption between girls and their
parents, who report a lot of conflict and pressure. Regarding
friendships, teachers report these themes disrupting classroom
learning and play as early as Grade 1. This sexualized
curriculum disrupts important opportunities to develop social
skills and self-esteem. The implications relate highly to the
development of a relationship with the self: knowing who you
are and what your value is, regardless of style, accoutrements,
social status, attention and posing. I'm interested in knowing
more about how fathers, stepfathers and grandfathers are
making sense and responding - or not - to all of this.
What are you hoping to change?
We're curriculum theorists. For schools and teachers, we want
to position these issues as a curriculum that we can think
critically about. The next step will be setting up a blog space
where the teachers who have been involved can continue to be
co-researchers and contribute to a tipping point.
What's your advice for parents?
We caution against sticking one's head in the sand and figuring,
'This is just a free-for-all.' But we also wouldn't suggest

banning pop culture texts altogether. What we know is that
children learn about themselves and the world in the context of
their family, school and culture. When we engage with our kids
about this stuff, we create opportunities to communicate our
own values. We secure our position as role models when we
engage.
Parents and Their Role in their Children’s Education From:
Social Science Research Skills
Purpose:
The purpose of this activity is to:
- describe the diverse ways in which aspects of the school
environment contribute to the socialization of individuals at
various stages of the life cycle
- demonstrate an understanding of the impact that parental
involvement in schools can have on a child’s growth and
development
- describe creative approaches to fostering parental involvement
in schools
The Process:
· You will work either individually or in a small group (three to
four people) and then each complete an individual report to
summarize your results.
Part One
· Choose one stage of the school system you will investigate:
· Preschool
· Junior/Senior Kindergarten
· Primary (grades 1 – 3)
· Junior (grades 4 – 5)

· Middle School (grades 6 – 8)
· Secondary School (grades 9 – 12)
· Conduct a literature search using the Internet and periodicals.
Your goal is to gather secondary research on the role that
parents play in the education of their children. Ensure that you
keep track of where you found all of your research. You will be
required to cite all of your sources and give credit using the
APA style of citation.
Part Two
· Conduct primary research. Your goal is to answer the research
question
“What role do parents play in the education of their children?”
· Determine how to gather information and who the sample will
be. You may decide to interview parents of children in your
selected group, teachers and administrators, parent volunteers
(e.g., Home and School Association, Parent Council) or
students. To keep your study manageable, choose ONE segment
to research.
· You will need to determine your best method (tool) of
information gathering – survey, interview, observation or a
combination of these methods.
· Create a research tool that will be distributed to the sample
you selected above.
· Follow the guidelines given in class about creating your
research tool. Your teacher must approve your sample and
research tool before it is administered.
· Each student in the group must be involved in the
administration of the survey. When conducting your primary
research collection it is important that you respect an
individual’s choice to respond to an interview/survey with “no
comment” or “no response at all” as a valid answer. Some
people will prefer not to participate in your research.
Part Three:
After the primary research is brought back to class your group

will tally the data. All groups’ members should have this
information.
Write a three-page report that will include the following:
Part A – Introduction and Method
· A brief summary of the method and sample used for your
primary research
Part B – Results and Discussion
· Summarize findings, draw conclusions, and identify
similarities and differences between your secondary research
and primary results.
· Did you notice any differences between the males and females
that you surveyed? Ages of students?
· How does the information collected in your survey compare to
the material presented in the book and in other secondary
sources? How are they similar or different? Why do you think
the similarities/ differences exist?
· Are there any views that you find surprising?
· Based on your research answer the question “What makes for
an effective school?”
Part C – Conclusion
· Examine your research and identify its the implications. What
does your research say about the role that parents play in the
education of their children?
· Based on both your primary and secondary research create a
list of creative approaches to fostering parental involvement in
schools. Ensure that your suggestions are realistic and
appropriate to the age group you are investigating.
The following websites will be helpful in your research. They
should be used as a starting point only.
Ontario Home and School Association - http://www.ofhsa.on.ca/
Canadian Federation of Home and School Associations -

http://cap-pac.ic.gc.ca/chsptf/index.html
Ontario School Council Support Centre -
http://schoolcouncils.net/
Ontario Parent Council - http://www.ontarioparentcouncil.org/
Parents for Education - http://www.peopleforeducation.com/
Family Education - http://www.familyeducation.com/home/
Parent’s Place – Education Central -
http://www.parentsoup.com/edcentral/
Today’s Parent – Education -
http://www.todaysparent.com/education/index.jsp
21
Customer.cs
using System;
using System.Collections.Generic;
using System.Linq;
using System.Text;
using System.Threading.Tasks;
namespace Original
{
class Customer

{
int discount = 1;
String lastname, firstname;
String accountNumber;
public Customer(String firstname, String lastname, String
accountNumber)
{
this.firstname = firstname;
this.lastname = lastname;
this.accountNumber = accountNumber;
}
}
}
FedUniCruises.cs
using System;
using System.Collections;

using System.Linq;
using System.Text;
namespace Original
{
class FedUniCruises
{
Ship ship1;
public FedUniCruises()
{
this.SetupShip();
}
public void SetupShip()
{
ship1 = new Ship("Olympic Countess");

ArrayList groupA = new ArrayList();
for (int i = 0; i < 10; i++)
{
groupA.Add(new room(5000, "A" + (i + 1)));
}
ArrayList groupB = new ArrayList();
for (int i = 0; i < 10; i++)
{
groupB.Add(new room(4000, "B" + (i + 1)));
}
ArrayList groupC = new ArrayList();
for (int i = 0; i < 30; i++)
{
groupC.Add(new room(3500, "C" + (i + 1)));
}
ArrayList groupD = new ArrayList();
for (int i = 0; i < 36; i++)
{

groupD.Add(new room(3400, "D" + (i + 1)));
}
ArrayList groupE = new ArrayList();
for (int i = 0; i < 40; i++)
{
groupE.Add(new room(3300, "E" + (i + 1)));
}
ArrayList groupF = new ArrayList();
for (int i = 0; i < 30; i++)
{
groupF.Add(new room(3400, "F" + (i + 1)));
}
ArrayList groupG = new ArrayList();
for (int i = 0; i < 36; i++)
{
groupG.Add(new room(3300, "G" + (i + 1)));
}
ArrayList groupH = new ArrayList();

for (int i = 0; i < 40; i++)
{
groupH.Add(new room(3200, "H" + (i + 1)));
}
ship1.addDeck("Balcony Suite", groupA);
ship1.addDeck("Suite", groupB);
ship1.addDeck("Deck 3 - Outside Twin", groupC);
ship1.addDeck("Deck 2 - Outside Twin", groupD);
ship1.addDeck("Deck 1 - Outside Twin", groupE);
ship1.addDeck("Deck 3 - Inside Twin", groupF);
ship1.addDeck("Deck 2 - Inside Twin", groupG);
ship1.addDeck("Deck 1 - Inside Twin", groupH);
}
public Reservation BookPassage(String cabinclass,
Customer booker, int number)
{

ArrayList cabins;
if (cabinclass.ToLower().Equals("a"))
cabins = ship1.GetDeck("Balcony Suite");
else if (cabinclass.ToLower().Equals("b"))
cabins = ship1.GetDeck("Suite");
else if (cabinclass.ToLower().Equals("c"))
cabins = ship1.GetDeck("Deck 3 - Outside Twin");
else if (cabinclass.ToLower().Equals("d"))
else if (cabinclass.ToLower().Equals("e"))
else if (cabinclass.ToLower().Equals("f"))
cabins = ship1.GetDeck("Deck 3 - Inside Twin");
else if (cabinclass.ToLower().Equals("g"))
else
if (Available(cabins, number)) {

ArrayList bookedcabins = new ArrayList();
int currentCabin = 0;
int cost = 0;
while (number > 0) {
room thisCabin = (room)cabins[currentCabin];
if (!thisCabin.booked) {
bookedcabins.Add(thisCabin);
cost += thisCabin.fare;
number--;
}
currentCabin++;
}
return new Reservation(booker, cost, bookedcabins);
}
else
return new Reservation(booker, false);
}

public Boolean Available(ArrayList cabins, int number) {
int freeCount = 0;
for (int i = 0; i < cabins.Count; i++) {
if (!((room)cabins[i]).booked)
freeCount++;
}
return number <= freeCount;
}
static void Main(string[] args)
{
FedUniCruises bookings = new FedUniCruises();
Customer jd = new Customer("Johnny", "Depp",
"A100356");
Reservation booking = bookings.BookPassage("C",
jd, 2);
Console.WriteLine ("Johnny's booking costs = " +
booking.cost);
Console.Write ("Cabins booked are: ");
ArrayList cabins = booking.cabins;

for(int i = 0; i < cabins.Count; i++) {
Console.Write (((room)cabins[i]).number +
"t");
}
Console.ReadLine();
}
}
}
Reservation.cs
using System;
using System.Linq;
using System.Text;
namespace Original {
class Reservation {

Customer booker;
Boolean confirmed = true;
public int cost;
public ArrayList cabins = new ArrayList();
public Reservation(Customer booker, Boolean
confirmed) {
this.booker = booker;
this.confirmed = confirmed;
}
public Reservation(Customer booker, int cost, ArrayList
cabins) {
this.cost = cost;
this.cabins = cabins;
}
public Reservation(Customer booker, int cost, room

theCabin) {
this.cost = cost;
cabins.Add(theCabin);
}
}
}
room.cs
using System;
using System.Linq;
using System.Text;
namespace Original
{
class room
{

public int fare;
public String number;
public Boolean booked = false;
public room(int fare, String number)
{
this.fare = fare;
this.number = number;
}
}
}
Ship.cs
using System;
using System.Linq;
using System.Text;

namespace Original
{
class Ship {
Dictionary<String, ArrayList> cabins = new
Dictionary<String, ArrayList>();
String name;
public Ship(String name)
{
this.name = name;
}
public void addDeck(String deckName, ArrayList cabins)
{
this.cabins.Add(deckName, cabins);
}

public ArrayList GetDeck(String deckName)
{
return (ArrayList)cabins[deckName];
}
}
}
Assignment 1 - 2016-07.docx
ITECH 3201 Software Engineering: Analysis and Design
Assignment 1
Overview
You are required to document, test and refactor an existing
application. You will be given a copy of an existing C#
application which is responsible for taking bookings for a cruise
ship, this application is badly in need of refactoring and even a
casual viewing of the source code reveals many examples of the
“code smells” discussed by Fowler.
Timelines and Expectations
Percentage Value of Task: 20%
Due: 16:00 Friday, 6-5-2016 (week 7)
Minimum time expectation: 10-15 hours
Learning Outcomes Assessed
Knowledge:
K1.
explain the significance of detailed project planning and
control, good communication and documentation and the use of
appropriate tools in order to provide a quality product;

K2.
discriminate between software engineering and programming,
and thus the distinction between a software configuration and a
program;
Skills:
S2.
analyse source code and develop comprehensive unit test suites
S3.
operate CASE software to document the design of a piece of
software
S4.
apply refactoring to identify poor programming practice in
existing source code and improve its structure and readability
Assessment Details
You are required to document, test and refactor an existing
application. You will be given a copy of an existing C#
application which is responsible for taking bookings for a cruise
ship, this application is badly in need of refactoring and even a
casual viewing of the source code reveals many examples of the
“code smells” discussed by Fowler.
Notes about the assignment
There are eight types of cabin which may be booked. Standard
costs are as follows:
· Balcony Suite ($5000 per cabin)
· Suite ($4000 per cabin)
· Deck 3 – Outside Twin ($3500 per cabin)

· Deck 3 – Inside Twin ($3400 per cabin)
Requirements
· Report detailing any “code smells” present in the code and
how you intend to refactor them out of the code
· A refactored version of the system eliminating all identified
code smells
· A class diagram illustrating the initial code and another class
diagram illustrating the final refactored code (including all
relevant dependencies)
· A sequence diagram illustrating how the final refactored
system processes a new booking
· Extensive NUnit tests for methods SetupShip and BookPassage
in the FedUniCruises class
· Add a loyalty rewards system. People who are bronze
members of the loyalty rewards program receive a 5% discount
on all bookings, people who are silver members receive 7.5%
discount, while gold members receive 10% off the cost of their
bookings.
· Add a platinum membership to the loyalty rewards program
which entitles the holder to 50% off the cost of booking on
decks 1, 2 and 3 and 25% off the cost of bookings for all suites.
Submission
You are required to submit to on Moodle before the due date a
zip file containing:
· A solution called final which has all of the final refactored
code and the project for the unit tests
· The accompanying Enterprise Architect file with model
versions of the original (that you started with) and final code
projects.
· A word document containing your UML models and a
justification of your refactorings.
Marking Criteria/Rubric

Task
Criteria
Range
Marks
Report detailing “code smells”
· Covers most code smells clearly and accurately
· description of appropriate refactoring to address these smells
· description of how these refactorings will be implemented
4 – 5
· Covers the basic codes smells
· some refactorings not appropriate or not explained clearly
2 - 3
· Not many codes smells identified
· explanations not clear
· appropriate refactorings not identified or explained
0 - 1
Refactored version of the system
· All refactorings implemented correctly
· coding standards adhered to
· no syntax errors
4 - 5
· Most refactorings implemented correctly

· minor misconceptions or errors
· no syntax errors
2 - 3
· Refactorings not implemented correctly
· syntax errors present
· programming standards not adhered to
0 - 1
Class diagrams
· All classes represented
· operations and attributes present
· correct aspect specifications
· appropriate connections between classes
2
· Not all classes represented
· some operations and attributes missing
· other errors
0 - 1
Sequence diagram
· Objects and messages represented correctly and properly
sequenced
1
· Marks deducted for errors or misconceptions
0 – ½

NUnit tests
· Tests covering a wide of the possible outcomes for all methods
· Proper coding standards adhered to
· Init method used if necessary
· No syntax errors
3
· All methods tested to a basic level
· Minor omissions or misconceptions
· Coding standards adhered to
· No syntax errors
2
· Not all methods tested or contain errors
· Major misconceptions or syntax errors
· Sloppy coding
0 - 1
Loyalty rewards system
· Loyalty rewards system completely implemented and
integrated into main system.
· No errors present
2
· Loyalty rewards system not completely implemented or
contains errors
· Codings standards not adhered to
· Syntax errors presents

0 - 1
Platinum rewards system
· Loyalty rewards system completely implemented and
integrated into main system.
· No errors present
2
· Loyalty rewards system not completely implemented or
contains errors
· Codings standards not adhered to
· Syntax errors presents
0 - 1
Feedback
Assignments will be marked within 2 weeks. Marks will be
made available on FDL Grades. Feedback will be provided in
electronic form on Moodle.
Plagiarism:
Plagiarism is the presentation of the expressed thought or work
of another person as though it is one's own without properly
acknowledging that person. You must not allow other students
to copy your work and must take care to safeguard against this
happening. More information about the plagiarism policy and
procedure for the university can be found at
http://federation.edu.au/students/learning-and-study/online-
help-with/plagiarism.
CRICOS Provider No. 00103D
Page 1 of 4

CRICOS Provider No. 00103D
Page 4 of 4

Commitment to Student and Student LearningAdults must be alert.docx

More Related Content

Similar to Commitment to Student and Student LearningAdults must be alert.docx (20)

More from clarebernice (20)

Recently uploaded (20)

Commitment to Student and Student LearningAdults must be alert.docx